學校社區化歷程與社區互動策略之研究－以臺北市清江國民小學為例

Abstract

中文摘要 本研究旨在探討學校社區化之實施歷程以及過程中學校與社區互動的策略。為達此研究目的，本研究採個案研究法並以臺北市清江國民小學為研究個案，透過文件分析法及深度訪談法蒐集研究資料。文件分析的資料來源包括學校與社區之相關文書或檔案內容、相關法規以及報章媒體等相關報導；訪談資料來源則為依據訪談大綱所蒐集自學校教育人員與社區人士共八位受訪者的訪談結果。本研究結論如下： 一、受訪的清江國小教育人員以及社區人士對於學校社區化所秉持的理 念包括有以學校為本位；學校與社區互為合作夥伴；以及學校與社 區資源互享、相互參與、相互支援、共生共榮等六項理念。

二、清江國小推動學校社區化的歷程依序可以畫分為預備期、起步期、 發展期以及蓬勃期等四個漸進發展時期。

三、清江國小與社區互動的策略主要有相互參與、主動服務、彼此尊 重、真誠溝通、主動關心、公開肯定，以及多元宣傳等七項策略。

四、清江國小推動學校社區化的成效有維持學校與社區良好的互動關 係、改善教育品質、培養身心健全的孩子、發展學校特色、協助社 區營造，以及促進親師的學習與成長等六大成效。

五、清江國小推動學校社區化的阻礙包括有學校資源不足、學校與社區 共識不足、學校內部共識不足、想合作的外部資源很多、教育人員 觀念與專業不足、家長忙碌或缺乏觀念、新生報到率低，以及對志 工的關心與鼓勵不足等八項阻礙。

六、清江國小推動學校社區化的改善策略包括有爭取專案補助、建立內 外部共識、提升教育人員的熱忱與專業、鼓勵家長參與熱忱、強化 學校公關、鼓勵志工持續奉獻，以及主動關心社區的公共事務等七 項策略。

最後依據研究結論，針對學校、社區及教育主管單位提出相關建議，以供參考。

關鍵詞：社區、學校社區化、互動策略A Study on the Process of School Communitization and the Interaction Strategy between School and Community--Use Taipei Municipal Qingjiang Elementary School as a Case of Study

Abstract

This study investigated the implementation process of school communitization as well as the interaction strategy between school and community. For the purpose of research, Taipei Municipal Qingjiang Elementary School was chosen as the object of case study. Research methods such as documentary research and in-depth interviews were employed to gather data from various sources including papers and documents, archives, laws and regulations,newspaper and media reports. Eight people, including school educators and community residents, were interviewed in accordance with the interview outline prepared by this study. Conclusions are summarized as follows:

1.The interviewees, including Qingjiang Elementary School personnel and community residents, revealed six concepts in connection with school communitization, namely, a school-based communitization process, school and community acting as partners, school and community sharing sources, school and community participating in each other, school and community supporting each other, school and community existing and flourishing together.

2. The process of Qingjiang Elementary School communitization is divided into four periods, namely, preparatory period, startup period, developing period, and prosperous period.

3. Qingjiang Elementary School employed seven strategies to interact with the community, namely, mutual participation, active service, mutual respect, candid communication, spontaneous attentiveness, public affirmation, and diversified publicity ways.

4. Qingjiang Elementary School’s communitization resulted in six accomplishments, namely, a good realationship between school and community, improved education quality, cultivation for a child with healty body and mind, development of the characteristics of the school, assistance for community development, and facilitation for parents and educators’ learning.

5. Qingjiang Elementary School was faced with eight obstacles during the communitization process, namely, inadequate resources, inadequate consensus in the school, lack of consensus between school and community, the education resources outside the school intending to participate in the communitization process, educators lacking concepts and professional competence, parents busy or lacking concepts, new students are few, and volunteers lacking care and encouragement.

6. Qingjiang Elementary School had seven improvement strategies to facilitate school communitization, namely, taking tangible efforts to acquire subsidy from government, building up consensus in and out of school, enhancing the enthusiasm and professionalism of educators, encouraging the enthusiasm of parents, strengthening the school public relations, encouraging volunteers to continue their dedication, and taking the initiative to care about the community's public affairs.

Last but not least, tangible recommendations are made based on the conclusions, and are presented to schools, communities and government authorities for their reference.

Keywords: Community, School communitization, Interaction strategy